مقايسه ي پردازش هيجاني، كمك طلبي و اهداف پيشرفت در دانش آموزان با اضطراب امتحان بالا و پايين

Comparing the Emotional Processing, Help Seeking and Goal Achievement in Students with High and Low Test Anxiety

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﻣﻘﺎﯾﺴﮥ ﭘﺮدازش ﻫﯿﺠﺎﻧﯽ، ﮐﻤﮏﻃﻠﺒﯽ و اﻫﺪاف ﭘﯿﺸﺮﻓﺖ در داﻧﺶآﻣﻮزان ﺑﺎ اﺿﻄﺮاب اﻣﺘﺤﺎن ﺑﺎﻻ و ﭘﺎﯾﯿﻦ اﻧﺠﺎم ﮔﺮﻓﺖ. روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻋﻠّﯽ-ﻣﻘﺎﯾﺴﻪاي ﺑﻮد. ﺗﻤﺎﻣﯽ داﻧﺶآﻣﻮزان دورة ﻣﺘﻮﺳﻄﮥ دوّم ﺷﻬﺮ اردﺑﯿﻞ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1393-94 ﺟﺎﻣﻌﮥ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ را ﺗﺸﮑﯿﻞ ﻣﯽدادﻧﺪ ﮐﻪ از ﻣﯿﺎن آنﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﭼﻨﺪﻣﺮﺣﻠﻪاي 160 داﻧﺶآﻣﻮز )80 ﻧﻔﺮ در ﻫﺮ ﮔﺮوه( اﻧﺘﺨﺎبﺷﺪه و ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﮥ ﭘﺮدازﺷﮕﺮ ﺑﺎﮐﺮ و ﻫﻤﮑﺎران، ﭘﺮﺳﺸﻨﺎﻣﮥ ﮐﻤﮏﻃﻠﺒﯽ رﯾﺎن و ﭘﻨﺘﺮﯾﭻ، ﭘﺮﺳﺸﻨﺎﻣﮥ اﻫﺪاف ﭘﯿﺸﺮﻓﺖ ﻣﯿﮕﻠﯽ و ﻫﻤﮑﺎران و ﭘﺮﺳﺸﻨﺎﻣﮥ اﺿﻄﺮاب اﻣﺘﺤﺎن اﺳﭙﯿﻠﺒﺮﮔﺮ ﭘﺎﺳﺦ دادﻧﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ از ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮي اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ داﻧﺶآﻣﻮزان ﺑﺎ اﺿﻄﺮاب اﻣﺘﺤﺎن ﺑﺎﻻ و ﭘﺎﯾﯿﻦ از ﻧﻈﺮ ﭘﺮدازش ﻫﯿﺠﺎﻧﯽ، ﮐﻤﮏﻃﻠﺒﯽ و اﻫﺪاف ﭘﯿﺸﺮﻓﺖ ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد )0/01

This study aimed to compare the emotional processing, help seeking and goal achievement in students with high and low test anxiety. The research method is Descriptive with causal-comparative type. The population of this study consisted of all students of High School Level II of Ardabil city in the academic years of 2014-15, that of these, 160 students (80 ones per groups) were selected by random multi stages clustering sampling method and responded to the Backer emotional processing questionnaire, Ryan and Pentrich help seeking questionnaire, Midgley and et al achievement goals questionnaire and Spielberger test anxiety questionnaire. Multivariate Analysis of Variance was used to analyze the data. Results showed that there exist a significant differences between students with high and low test anxiety in terms of emotional processing, help seeking and goal achievement (P<0/01). So that compared with students low test anxiety, the average score of emotional processing techniques, accepting help seeking, Mastery and performance-approach goals of students with high test anxiety were significantly lower (P<0/01) and the average score of avoidance of help seeking and performance-avoidance goals were significantly more (P<0/01). Thus, we can conclude that emotional processing, help seeking and achievement goals are among the variables of interest in students with high test anxiety and requires programs for managing correctly of these variables.